ABSTRACT
This article highlights the quality parameterized by the Brazilian National System for Higher Education Assessment - Sistema Nacional de Avaliação da Educação Superior (Sinaes), considering its assessment tools adequate for the orientation process to offer pedagogy courses in Brazil. The research hypothesis considered that the results formally recorded by Sinaes are based on criteria that do not account for the desirable quality standards for these courses, contributing little to overcome the challenges around their National Curriculum Guidelines. To test this hypothesis, we used the data present in a sample of on-site courses evaluation formularies, as well as the assessment instruments and results produced by Sinaes. From a hermeneutic perspective, the analysis of indicators and benchmarks actually used by Sinaes to assess the pedagogy courses revealed a pattern of inaccurate quality, outlining a diffuse profile of what is good or desirable to guide the offer of such courses in Brazil.
Keywords:
quality; Sinaes; pedagogy
